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�� faculty integrate A.I. research in machine learning, business technology, composition courses

goersab — Wed, 29 Oct 2025 13:00:00 +0000

�� faculty integrate A.I. research in machine learning, business technology, composition coursesgoersab October 29, 2025

University ��. 360-degree approach to artificial intelligence aims to ‘equip students with hands-on experience and an applied understanding’

Abbey Goers

As �� continues to strengthen its 360-degree approach to artificial intelligence, embedding skills across all programs, faculty experts across degree fields build on their growing knowledge with research spanning generative artificial intelligence (GenAI), machine learning, AI deep research methods and more.

Three professors – Augustine Twumasi, Cami Banger and Justin Nicholes – representing �� . mathematics, statistics and computer science; hospitality and technology innovation; and English, philosophy and communication studies departments – demonstrate the wide range of research topics and challenges they’re tackling through AI to impact their fields and improve their students’ polytechnic experience.

The university ��. AI Fellows and AI Innovation Committee, led by faculty and staff, ensures AI is embedded into learning, operations and innovation, while directing AI integration, governance, ethics and literacy. The interdisciplinary AI Fellows is supported by 2023-25 Workforce Development funding.

Machine learning in engineering and manufacturing

Artificial intelligence and machine learning Assistant Professor Augustine Twumasi ��. research broadly focuses on developing intelligent systems that integrate machine learning, optimization, and physics-based modeling to solve complex engineering and scientific challenges.

Machine learning is a subfield of AI. It is a way for computers to think, learn and act just like humans. As the term “artificial” suggests, this form of intelligence is created by humans. “Machine learning is a way we make computers intelligent and capable of performing such tasks without explicitly teaching them how to do so. It does this by identifying patterns in data,” he said.

“One aspect of my work involves robot path planning in Robotic Compact Storage and Retrieval Systems (RCSRS), where I use reinforcement learning and advanced optimization algorithms to improve retrieval efficiency and scheduling, helping robotic systems make faster and more adaptive decisions in dynamic environments,” Twumasi said.

Another major focus of his research is laser scan path design in Laser Powder Bed Fusion (L-PBF) additive manufacturing. “In this research, I apply deep reinforcement learning and physics-guided machine learning to design toolpaths that control microstructure evolution, to enhance the mechanical performance of printed parts,” he said.

RCSRS are widely used in the logistics, e-commerce, manufacturing, and warehousing industries, particularly in automated fulfillment centers, pharmaceutical inventory systems, grocery distribution and retail supply chains. The systems help optimize storage density, retrieval speed and operational efficiency.

L-PBF technology is central to aerospace, automotive, biomedical, and defense industries, where it is used to produce lightweight, high-strength metal components with complex geometries. It ��. also increasingly applied in energy, tooling and custom medical implants because of its precision ability.

Twumasi ��. current and upcoming projects also explore scientific machine learning, uncertainty quantification, and AI-driven modeling for smart manufacturing and logistics optimization. He hopes to soon recruit student researchers.

GenAI and business technology

Assistant Professor Cami Banger, program director of business information technology and digital marketing technology, is leading a Scholarship of Teaching and Learning (SoTL) study titled “Reimagining Assignment Design: An Exploratory Study of AI-Assisted TILT Implementation.”

“The project explores how instructors can use generative AI to redesign assignments using the Transparency in Learning and Teaching (TILT) framework, which focuses on clarity, grading efficiency and student learning outcomes,” she said.

Banger ��. AI research and teaching intersect around GenAI and its practical implementation in higher education and business technology. She has developed and is currently teaching a professional development course, AI Implementation Strategy, where students design organizational AI strategies aligned to NIST, IBM, and McKinsey frameworks. The course integrates real-world AI tools and showcases how polytechnic learning can connect strategy, ethics and technology practice.

She is incorporating AI across the business information technology and digital marketing technology programs and highlights her research in her article “Generative AI is coming to the workplace, so I designed a business technology class with AI baked in,” published in The Conversation.

“From piloting CoPilot for Business in our capstone course and doing CRM case simulations using Salesforce with GenAI support to reflective assignments on ethical AI use in business, these projects collectively aim to equip students with hands-on experience and an applied understanding of AI in business and technology contexts, which aligns closely with Stout ��. polytechnic mission,” Banger said.

Human vs. GenAI poetry

Associate Professor Justin Nicholes, director of First-Year Composition, explored “Ownership, Accuracy, and Aesthetic Merit” in human and AI-generated poetry.

His research, published earlier this year in “Written Communication,” asked the questions, Would college students judge their poems differently from those written by GenAI? Would they feel a stronger sense of ownership of their writing versus AI-generated poetry?

“With each passing semester and academic year, students’ attitudes and experiences with generative AI change,” Nicholes said. “One surprising result from my research into asking students to write with and without AI through poetry, and about autobiographical moments, is that students increasingly see GenAI as a tool that enhances their personal meaning-making. It is not enough to simply dismiss GenAI writing as a form of cheating. While some will refuse GenAI, especially for personal and creative expression, there is a role, and we need to keep trying to understand how students see GenAI tools and the writing they produce with and without it.”

For his research, Nicholes recruited 88 first-year students, who composed brief poems about meaningful or challenging life experiences, such as loss, pain, anger, disappointment or defeat. They then prompted a GenAI program, such as ChatGPT or Gemini, to compose a poem about that same event.

The students wrote poems that were more narrative, authentic, unguarded and emotionally negative in tone than the GenAI poems.

Following their writing, the students completed surveys to record their perceptions of their own poems and GenAI poems, based on ownership, accuracy and aesthetic merit. Ownership referred to whether the writing reflected an important part of the writers’ selves. Accuracy referred to whether the poem reflected their thoughts and feelings. Aesthetic merit referred to the quality of the writing, with features such as vivid imagery, a feeling of completeness, rhyme, meter, structure and form.

Finally, the students were asked which poem they preferred and why.

Nicholes’ findings showed that the students fairly evenly preferred their poems to the GenAI poems: 42% preferred their poems because of the personal connections to the events; 50% preferred the GenAI poems, mainly for their textual features; and 8% preferred both.

Students felt significantly greater ownership of and accuracy in their human-written poems. And while students rated aesthetic merit higher for GenAI poems, which portrayed greater imagery, language, and form, they felt the GenAI poems lacked originality.

“In terms of implications for teaching writing, meaningful literacy remains a valuable college-writing experience whereby college writers in various writing contexts have chances to create work they view as important parts of themselves, work they see as importantly conveying their life experiences and voices, and work that they see as unique contributions,” Nicholes said. “While GenAI may be used as a tool to assist in autobiographical, meaningful writing, and although it has the potential for assisting writers in ways similar to peer review processes, human creativity is a unique territory worth protecting.”

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Generative AI is coming to the workplace, so I designed a business technology class with AI baked in

hugginsm — Tue, 22 Jul 2025 14:32:49 +0000

Generative AI is coming to the workplace, so I designed a business technology class with AI baked inhugginsm July 22, 2025

Professor Camille Banger reflects on integrating AI into the college classroom.

Camille Banger

This article appeared in TechXplore, Newsbreak, and others, and originated from The Conversation, an independent and nonprofit source of news, analysis and commentary from academic experts.

The tech world says generative artificial intelligence is essential for the future of work and learning. But as an educator, I still wonder: Is it really worth bringing it into the classroom? Will these tools truly help students learn, or create new challenges we haven’t yet faced?

Like many other people in higher education, I was skeptical but knew I couldn’t ignore it. So, instead of waiting for all the answers, I decided to dive in and discover what preparing students for an AI-powered world really means beyond the hype. Last semester, I developed a business technology class where the latest generative AI tools were woven into the curriculum.

What I found is that AI productivity products have a learning curve, much like other applications that students, and ultimately white-collar workers, use in knowledge work. But I needed to adjust how I taught the class to emphasize critical thinking, reflection on how these tools are being used and checks against the errors they produce.

The project

It ��. no secret that generative AI is changing how people work, learn and teach. According to the 2025 McKinsey Global Survey on AI, 78% of respondents said their organizations use AI in at least one business function, and many are actively reskilling their workforce or training them with new skills to meet the demands of this shift.

As program director of the Business Information Technology bachelor ��. degree program at the University of Wisconsin-Stout, Wisconsin ��. polytechnic university, I spend a lot of time thinking about how to prepare students for the workplace. I’m also an AI enthusiast, but a skeptical one. I believe in the power of these tools, but I also know they raise questions about ethics, responsibility and readiness.

So, I asked myself: How can I make sure our students are ready to use AI and understand it?

In spring 2025, University of Wisconsin-Stout launched a pilot for a small group of faculty and staff to explore Microsoft 365 Copilot for business. Since it works alongside tools such as Word, Excel, Outlook, PowerPoint, OneDrive and Teams, which are products our students already use, I saw an opportunity to bring these latest AI features to them as well.

To do that, I built an exploratory project into our senior capstone course. Students were asked to use Copilot for Business throughout the semester, keep a journal reflecting on their experience and develop practical use cases for how AI could support them both as students and future professionals. I didn’t assign specific tasks. Instead, I encouraged them to explore freely.

My goal wasn’t to turn them into AI experts overnight. I wanted them to build comfort, fluency and critical awareness about how and when to use AI tools in real-world contexts.

What my students and I learned

What stood out to me the most was how quickly students moved from curiosity to confidence.

Many of them had already experimented with tools such as ChatGPT and Google Gemini, but Copilot for Business was a little different. It worked with their own documents, emails, meeting notes and class materials, which made the experience more personal and immediately relevant.

In their journals, students described how they used Copilot to summarize Teams video meetings, draft PowerPoint slides and write more polished emails. One student said it saved them time by generating summaries they could review after a meeting instead of taking notes during the call or rewatching a recording. Another used it to check their assignment against the rubric – a scoring tool that outlines the criteria and performance levels for assessing student work – to help them feel more confident before submitting their work.

College students will likely be asked to use AI features in business productivity applications once they enter the workforce. What ��. the best way to teach them how to effectively use them? Denise Jans on Unsplash

Several students admitted they struggled at first to write effective prompts – the typed requests that guide the AI to generate content – and had to experiment to get the results they wanted. A few reflected on instances where Copilot, like other generative AI tools, produced inaccurate or made-up information, or hallucinations, and said they learned to double-check its responses. This helped them understand the importance of verifying AI-generated content, especially in academic and professional settings.

Some students also said they had to remind themselves to use Copilot instead of falling back on other tools they were more familiar with. In some cases, they simply forgot Copilot was available. That feedback showed me how important it is to give students time and space to build new habits around emerging technologies.

What ��. next

While Copilot for Business worked well for this project, its higher cost compared with previous desktop productivity apps may limit its use in future classes and raises ethical questions about access.

That said, I plan to continue expanding the use of generative AI tools across my courses. Instead of treating AI as a one-off topic, I want it to become part of the flow of everyday academic work. My goal is to help students build AI literacy and use these tools responsibly and thoughtfully, as a support for their learning, not a replacement for it.

Historically, software programs enabled people to produce content, such as text documents, slides or the like, whereas generative AI tools produce the “work” based on user prompts. This shift requires a higher level of awareness about what students are learning and how they’re engaging with the materials and the AI tool.

This pilot project reminded me that integrating AI into the classroom isn’t just about giving students access to new tools. It ��. about creating space to explore, experiment, reflect and think critically about how these tools fit into their personal and professional lives and, most importantly, how they work.

As an educator, I’m also thinking about the deeper questions this technology raises. How do we ensure that students continue developing original thoughts and critical thinking when AI can easily generate ideas or content? How can we preserve meaningful learning while still taking advantage of the efficiency these tools offer? And what kinds of assignments can help students use AI effectively while still demonstrating their own thinking?

These aren’t just theoretical concerns. Early studies have identified the risks of “cognitive offloading” when performing tasks, such as writing essays with AI. Studies have also shown that using AI can reduce cognitive effort and even affect students’ confidence levels in their thinking. This highlights the importance of incorporating critical thinking activities alongside AI use.

These questions aren’t easy, but they are important. Higher education has an important role to play in helping students use AI and understand its impact and their responsibility in shaping how it ��. used.

Striking the right balance between fostering original thought and critical thinking with AI can be tricky. One way I’ve approached this is encouraging students to first create their content on their own, then use AI for review. This way, they maintain ownership of their work and see AI as a helpful tool rather than a shortcut. It ��. all about knowing when to leverage AI to refine or enhance their ideas.

One piece of advice I received that really stuck with me was this: Start small, be transparent and talk openly with your students. That ��. what I did, and it ��. what I’ll continue doing as I enter this next chapter of teaching and learning in the age of AI.

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Camille Banger

Dynamic educator and industry expert with extensive experience in program/project management, process improvement, and business/systems analysis within the technology sector.

Driven by a passion for the transformative potential of generative AI, I actively research and apply advancements in AI to enhance educational methods and outcomes and to drive efficiencies and productivity gains into business.

My teaching philosophy centers on the unique needs of each learner, using a student-centered, pedagogical approach to adapt to diverse learning styles. By integrating hands-on activities, multimedia, and reflective practices that mirror real-world applications, I promote critical thinking, career readiness, and a practical understanding of AI innovations. I uphold high expectations within a supportive, inclusive environment that emphasizes accessibility.

Committed to continuous improvement, I stay current with industry trends and seek regular student feedback to enrich the learning experience and ensure my curriculum remains at the cutting edge of technology.

Full Name: Camille Banger

Job Title: Assistant Professor / Program Director / Minor Advisor

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Area of Expertise: Information Technology Communication Technology Generative AI Learning Technology Digital Marketing Technology Customer Relationship Management Systems Program/Project Management Business Analysis Systems Analysis Process Improvement

College: College of Science, Technology, Engineering, Mathematics & Management

Department: Hospitality & Technology Innovation Department

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Website: Dr. Camille Banger CV

Education:

Degree: Ed.D. Higher Education (Educational Practice and Leadership)

University: University of North Dakota

Degree: M.S. Career & Technical Education

University: University of Wisconsin-Stout

Degree: B.S. Information & Communication Technologies

University: University of Wisconsin-Stout

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Heartland Business Systems named Employer of the Year by Career Services

goersab — Fri, 07 Jul 2023 14:41:41 +0000

Heartland Business Systems named Employer of the Year by Career Servicesgoersab July 7, 2023

A commitment to ‘being employer friendly’ keeps industry partnership strong, prepares students for information technology careers

Abbey Goers

Heartland Business Systems has been named the 2023 Employer of the Year by ��.

The award, presented at the third annual Employer Recognition Event, honors HBS’ commitment to go above and beyond in collaboration with Career Services to support students’ applied learning experiences.

About 70 business partners attended the recognition event, when Career Services provided campus updates, recruitment strategies and engagement opportunities. Career Services began the Employer of the Year award in 2021. Past recipients are Menards and Fastenal.

HBS college recruiters Kristin Robinson and Abby Vandenberg with the Employer of the Year award. / Heartland Business Systems

Headquartered in Little Chute, with 10 locations throughout the Midwest, Heartland Business Systems employs more than 700 people and provides complete, local, end-to-end technology solutions to commercial, public sector and small- to medium-sized businesses.

HBS was awarded for its continued:

Commitment to professional development and hands-on learning for interns
Participation in the computer networking and information technology capstone project
Partnerships with CNIT faculty and staff and the program advisory board
Engagement with the Women in IT and Security and the Information Security Professionals student organizations.

“Our partnership with �� has been incredibly beneficial to our organization. We are fortunate to work with such a supportive institution,” said HBS College Recruiter Kristin Robinson. “Career Services actively works with us, seeking our input, inviting us to events and creating new opportunities for collaboration. I have enjoyed all the relationships we have built with staff and faculty. They show unmatched support and dedication to their students and our team members. Faculty advisers and professors prioritize student success in job placement. When all parties are supportive and helpful, it makes our jobs easier.

“�� has demonstrated a strong commitment to being employer friendly and recognizing the value of employers in their role to prepare their students. It has proven to be an exceptional institution that consistently produces top-tier graduates who are well-prepared for the demands of the industry. Our partnership with the university has been invaluable in attracting and training talented young professionals,” Robinson said.

Summer interns with HBS Senior Network Engineer Pierce Lannue and Engineering Services Manager Tom Larson / Heartland Business Systems

HBS primarily seeks talent from the CNIT program, but it also recruits computer science and cybersecurity graduates and interns, hiring many over the years.

“We choose to hire �� graduates because the education they are provided prepares them for a seamless transition into full-time positions at HBS. Stout consistently produces high-quality candidates who exhibit exceptional professionalism and a strong work ethic,” Robinson said.

A supportive culture, instrumental in career-preparation

HBS has hosted 59 interns since 2006, with nine interns this summer. It has offered internships through Career Services’ Cooperative Education and Internship Program since 2016 and has been involved in the Partnership Program since 2020.

“When working at HBS, you are not an intern – you are an associate, a team member,” said HBS Engineering Services Manager Tyler Elwood, a �� 2018 information and communication technologies alum.

“Throughout the summer, you are consistently working on new technologies, hardware and software. You will be part of a group that studies together for a certification over the summer, at no cost to the associate which is not common in our industry. You will be working with your mentor and going through day-to-day tasks, meetings with the customers, and going onsite for device replacements and installations. This experience is one of the best for hands-on experience and can give you different skills to add to your resume,” Elwood added.

“The internship program at HBS allows me to build upon the knowledge I gained in the classroom with real world experience that goes beyond anything a book could have taught me,” said Max Banner, a computer science major from Colgate.

Students in the CNIT Server Lab at �� / ��

Banner, an engineering associate intern, chose HBS for his summer internship for a few reasons.

“HBS offered internships in nearly every corner of Wisconsin, specifically an office not far from my hometown. HBS has a long history of hiring Stout students after graduation. I knew the experience of working in an environment where I was introduced to new technologies would be instrumental to excel in my future career,” he said.

The culture at HBS also played a big role in Banner ��. decision. “My team members are always supportive of me and push me to achieve the goals I set. Whether it is a new certification or a project I have little experience with, they are there to support me and help me work through it. The culture at HBS is the reason that I have learned as much as I have,” he said.

Solving real-world business problems

HBS works closely with students to provide learning opportunities through capstone projects that allow them to apply their knowledge and skills to solve real-world business problems. This past academic year, the company partnered with �� . CNIT program to create a project to Implement Software-Defined Access.

“Creating a worthwhile capstone project for the students allows them to experience exactly what they would see in industry, solving a common problem that we see across our customers,” explained HBS Senior Network Engineer Pierce Lannue, the capstone adviser.

Just like it would for a customer, HBS drafts a Statement of Work and defines a set of deliverables and timeline for students to accomplish the project.

The CNIT Server Lab and HBS internships prepare students for IT careers with hands-on experiences / ��

“We place the students in our engineers’ shoes, give them all the materials and software, and have them implement the same solutions into a demo environment. It's as close to real-world experience as you can get, outside of an internship or co-op,” said Lannue, a 2018 CNIT alum.

Strengthening student experiences through faculty partnerships

HBS’ partnership with CNIT Program Director Holly Yuan and faculty helps strengthen student experiences as well.

HBS employees also serve on the CNIT advisory committee, support students through mock interviews and offer classroom presentations on topics such as Who is HBS?; What is Computer Networking?; Career Paths in IT; Technologies used Within the Industry; and Q&A panels.

“Holly and the CNIT advisers work tirelessly to make the program align with industry needs,” Robinson said. “Our involvement on advisory boards allows us to contribute to the curriculum and provide valuable insight into our business and customer needs.”

Applied learning and collaboration with external partners, like Heartland Business Systems, is at the core of �� . mission as Wisconsin ��. ��.

A record-setting 1,130 students engaged in hands-on learning experiences during the 2021-22 Cooperative Education and Internship Program season. And according to Career Services’ most recent First Destination report, the overall employment rate of graduates was 99.4%, the best in the region.

The Career Conference this fall semester is scheduled Monday, Sept. 25, through Thursday, Sept. 28. Career Conferences are open to �� students, alumni, faculty and staff. Employers recruit students and alumni for professional positions and co-op and internship opportunities. More than 325 companies from across the United States participated in Career Conference Week last spring.

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Inspiring Graduate: Dylan LaFontaine, B.S. Digital Marketing Technology; B.S. Information & Communication Technologies

goersab — Wed, 24 May 2023 14:30:00 +0000

Inspiring Graduate: Dylan LaFontaine, B.S. Digital Marketing Technology; B.S. Information & Communication Technologiesgoersab May 24, 2023

'I appreciate the variety of hands-on individual and collaborative experiences I’ve had.'

Inspiring Graduate: Dylan LaFontaine (’23)

Hometown: Brooklyn Park, Minn.
Degrees: Digital Marketing Technology; and Information and Communication Technologies
Minors: Project Management and Spanish

Dylan LaFontaine knew that when he came to �� he would work in a variety of hands-on labs in his digital marketing technology and information and communication technologies courses.

“Within my ICT major, the lab-intense courses working with Salesforce CRM, understanding business principles, including marketing, accounting and social media, and eventually putting my knowledge to the test working for a live client, made me feel much more confident about entering the workforce,” he said.

Inspiring Graduate Dylan LaFontaine at commencement / ��

"I appreciate the variety of hands-on individual and collaborative experiences I've had; I feel ready to apply the skills I've learned in my first and future jobs."

With career interests in business analytics, data science, project management and digital marketing, LaFontaine is applying for jobs in a variety of fields. He earned his double major on May 6, one of 1,173 graduates.

What stands out about your �� experience?

My six-month web development internship at Colony Brands was a great learning experience, from discovering what I like and don’t like, to learning about other career paths. This internship was outstanding because I got exposed to other teams within the digital marketing department, including web merchandising, data analytics and business analysis.

As a web development intern, I put my hands-on learning from web development classes at Stout to the test by updating consumer websites.

One other standout for me was the professors’ approachability and personability. They were always accessible, communicative and supporting through easy or hard projects. I had fun conversations to get to know several of them, and I knew I could always reach out or stop by their office hours when needed.

Dylan LaFontaine with Assistant Professor Mary Spaeth at commencement / ��

How did you overcome the challenges you faced in earning your degree?

One of my favorite challenges was in the Web Production and Distribution course, learning HTML and CSS. I remember trying to get a page to have two columns; getting the CSS style tags correct to reflect properly on the website; and finally making my first website as the class ended.

Because of this class, I took more web development classes and I now love using HTML and CSS to create websites. I like it so much that I create my own websites, ranging from study abroad and trip reflections to using websites to showcase work for other classes, including Photography and Graphic Communications. This challenge has shown me how much I like web development.

How did your involvement at �� impact your experience?

I am proud of the variety of involvement I’ve had on campus. I have held several different on-campus job positions. I started as a student manager in University Dining, overseeing the cafeteria operations and helping in all areas. I worked at Week One Orientation twice, helping freshmen transition to campus and taking them to campus events. I also worked in the First-Year Advisement Center as a receptionist, interacting with students and helping advisers as needed. And I was a campus tour guide with the Admissions Office, showing prospective students and families the Stout campus and connecting their interests with opportunities here. Lastly, I was a resident adviser for a second-year community.

These various campus employment experiences, in addition to other opportunities, have made me proud of my campus involvement and to be a Stout student.

Dylan LaFontaine volunteering for Habitat for Humanity in Boston / Dylan LaFontaine

My favorite club was Habitat for Humanity. With other members, I did a variety of housework anywhere within an hour radius of Menomonie. Projects ranged from painting and deck staining to taking down old fixtures to installing or cleaning gutters. For spring break my junior year, I went to Brookings, S.D., to do electrical wiring; and Acton, Mass., my senior year to do insulation and drywall. These were very fun and rewarding experiences to help build homes for families. This showed my love for both volunteering and doing housework.

With my other favorite clubs, I served as web development director for Blue Devil Productions; served as vice president for the Society for Human Resource Management; and I would hit one of at least half a dozen different courses a week with the Disc Golf Club.

In all, my variety of involvement in clubs provided me with great experiences and networking opportunities with other Stout students.

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'I appreciate the variety of hands-on individual and collaborative experiences I’ve had.' Dylan LaFontaine, 1

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Three commencement ceremonies on May 6 at �� celebrated the progress, perseverance and success of 1,173 graduates.

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Fast Forward: University developing model cybersecurity internship program with $299,000 System, state grant

polingj — Thu, 30 Mar 2023 15:17:19 +0000

Fast Forward: University developing model cybersecurity internship program with $299,000 System, state grantpolingj March 30, 2023

University ��. leadership in the field will help address a critical workforce need in Wisconsin

A cybersecurity internship grant addressing the needs of the Wisconsin ��. critical infrastructure utilities has been awarded to ��, a higher education leader in the field.

The $298,771 Fast Forward grant from the state Department of Workforce Development and University of Wisconsin System will provide paid industry internships to adult learners, including state university and technical college students who are seeking to enter the information technology and cybersecurity field or enhance their skillset.

Students who are unemployed, underemployed or from underrepresented groups in the field, including women and veterans, are encouraged to apply. �� has an undergraduate program in cybersecurity.

Four grants totaling $1.1 million were awarded to three UW System schools, Gov. Tony Evers and the Department of Workforce Development announced Thursday, April 13.

A student checks servers while working in �� . cybersecurity labs. / ��

According to Cyber Seek, more than 1.1 million people are employed in the industry in the U.S., but there are more than 755,000 job openings, including more than 7,800 in Wisconsin. The Wisconsin shortage is despite a high average salary for an entry-level cybersecurity analyst in the state: $75,000.

The goals of the program are to increase students’ work-based opportunities, enhance awareness career possibilities and educational pathways in Wisconsin, and create industry connections for students and regional employers.

In addition to the work experience, interns will benefit from establishing industry connections that could lead to future job opportunities with regional employers. State companies already supporting the program include Aspirus, Dirksgroup, Malisko, Marshfield Clinic and Rockwell Automation. More companies will be recruited. The program matches students to industry mentors.

Professor Holly Yuan, center, is the cybersecurity center director at ��. / ��

“This program will benefit many students and unemployed workers who want to upskill and transition into cybersecurity, help them develop skillsets they need to be successful and inspire them to pursue a full-time profession in IT and cybersecurity,” said Professor Holly Yuan, grant director, program director and cybersecurity center director at ��.

The program will begin in May with 20 interns, followed by 20 more interns in late summer or fall and run through June 1, 2024.

Students can apply via a website that will be developed by ��. In the interim, interested applicants should email centerforcybersecurity@uwstout.edu. A project coordinator will be hired to coordinate the day-to-day management of the internship program and industry partner relationships.

�� student Christina Kimball checks on equipment in a �� cybersecurity lab. / ��

“As a polytechnic institution, it is within �� . mission for students to gain hands-on experience,” said Anne Hoeltke, director of the Office of Research and Sponsored Programs. “Through this grant, students will have the opportunity to gain valuable work experience and apply academic concepts in real-world settings. Employers will have the opportunity to evaluate prospective new hires, obtain fresh ideas and foster stronger relationships with ��. For these reasons, the ability to apply scholarships to internships is an easy win-win for students, employers and the university.”

Yuan will work with �� . Career Services, the Cybersecurity Research and Outreach Center, and a project coordinator to administer the internship program. Career Services oversees an existing Cooperative Education and Internship Program on campus that served more than 1,100 students in 2021-22.

Interns will work a minimum of 240 hours and be paid an average of $20 an hour. They can apply for gift cards to assist with barriers for internship completion, including for transportation and gas.

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The next-level goal of the grant will be to replicate �� . program across the UW System. A scalable, statewide IT and cybersecurity internship program will “provide the state with a head start in the development of critical infrastructure,” Yuan said.

�� has been a cybersecurity higher education leader in Wisconsin since 2017, when it became the first four-year institution in the state to be designated a cybersecurity center. The designation coincided with being named a National Center of Academic Excellence in Cyber Defense by the National Security Agency and Department of Homeland Security.

In 2022, the university ��. Bachelor of Science program in cybersecurity was approved by the UW System Board of Regents. �� also offers a minor, two certificates and two concentrations related to cybersecurity.

Fast Forward grants

Gov. Evers believes the grants will serve state workforce needs.

“Our UW System is a major economic driver in our state and a critical resource for building our state ��. next-generation workforce. These grants will help students earn while they learn, ensuring greater access and opportunities for our home-grown talent to start growing their careers right here in Wisconsin,” Evers said.

"DWD is proud to support innovative internship opportunities for Wisconsin students through our strong partnership with the UW System. Students who intern for a Wisconsin company are more likely to stay in the state after graduation, making internships a valuable workforce retention strategy," said Amy Pechacek, DWD secretary. "We continue to identify new ways to build Wisconsin's next generation workforce, providing job-seekers with skills in high-demand fields and employers with high-skill job-seekers."

The Wisconsin Fast Forward program expands employment opportunities and delivers return on investment for employers. Through myriad endeavors, the program supports Wisconsin's economy and workforce.

“As Wisconsin ��. talent generator, we educate students to think critically while they also learn valuable skills needed in the workforce,” said UW System President Jay Rothman. “These internships will help students kick-start their careers while meeting employer demand for talent.”

###

A cybersecurity internship grant addressing the needs of the Wisconsin ��. critical infrastructure utilities has been awarded to ��. CNIT Dell 1

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Ten students immersed in Costa Rican culture via international business study abroad course

goersab — Mon, 13 Feb 2023 19:38:10 +0000

Ten students immersed in Costa Rican culture via international business study abroad coursegoersab February 13, 2023

Hands-on, polytechnic experiences bring group closer to heritage of Latin America

Abbey Goers

From biomedical facilities to a sustainable dairy farm, from coffee producers to climbing mountains, 10 �� students were immersed in Costa Rican culture on an 11-day study abroad experience in January.

As part of Exploring International Business in Latin America, a heritage-based, faculty-led program organized by �� . Office of International Education, the group toured a diverse range of businesses centered around the capital city of San Jose, including Smith + Nephew, a British-owned medical device supplier; Sarchi, a famous artisan town; Café Britt, a gourmet coffee roaster and chocolate producer; a tree plantation; and a community water cooperative.

The students also explored cultural and environmental sites, like the Santa Ana community-based agricultural market and the Manuel Antonio National Park rainforest; shared time at the beach; attended a salsa dance class; and enjoyed a cooking class.

The group planting perennials at the Carrizal Tree Plantation. / Glendali Rodriguez

Instructional leaders were Dr. Glenn Rodríguez and �� Provost Glendalí Rodríguez, a father-daughter team whom the group came to know as “Dr. G” and Glendalí (Glenda-lee).

“The experiences ran quite the gamut. The variety of visits complemented themselves,” said Dr. G, a retired dean of McKendree University in Lebanon, Ill., where he taught international business until 2012. Dr. G, of Louisville, Ky., was also the international operations director for Latin America and the Caribbean for Papa John ��. Pizza, helping the franchise to launch its first 82 locations in six Latin American countries.

Students in the course were:

Amanda Carey, first year in management, Almond
Brittney Dehnke, senior in business administration, Eau Claire
Sarah Durst, junior in hotel, restaurant and tourism management, Menomonie
Lauren Ek, junior in business administration, Saint Michael, Minn.
Brian Holcomb, junior in supply chain management, Chanhassen, Minn.
Orianna Horel-Borrero, sophomore in business administration, Elk Mound
Jaice Jahnke, junior in business administration, Greenville
Eduardo Placencia, first year in business administration, Minneapolis
Andrew Probelski, junior in information and communication technologies, Minneapolis
Kailey Swarts, junior in business administration, Mantorville, Minn.

Dr. Glenn Rodriguez and Provost Glendali Rodriguez / Glendali Rodriguez

“An objective of the course was to teach students how business in Latin America varies because of the culture and political nature of these countries,” Dr. G said. “We engaged on these topics with speakers explaining the history of Costa Rica and its political situations and economic focus. Labor laws are different in Latin America versus in the United States. For instance, there are no unions, but rather labor-business cooperatives, and there is a 48-hour work week.”

“There is a business professionalism in everything across the country, and you can’t really understand the difference in how Latin American businesses run until you’re there,” Glendalí added.

“The locals were all very welcoming to us and shared a wide range of business practices, missions, and visions, helping the students as they chart their career paths. Watching those ‘ah-ha moments’ as they think about their future careers is spectacular.”

Immersion in Latin American business and culture

Beginning with Smith + Nephew, the group experienced a “clean facility” – where sterile conditions are required to produce medical technologies – during a tour by the plant manager and a laborer. “The benefits available and friendliness of the environment make it a pleasant place to work. The warm Latino culture came through,” Dr. G said.

Touring Smith + Nephew, a medical device supplier and 'clean facility' / Glendali Rodriguez

At Café Britt, Horel-Borrero ��. favorite business visit, the group met with the CEO. “It is very rare for the CEO of an international organization to take the time to talk to 10 college students. It was special to get the insights of growing a local business to an international brand,” Dr. G added.

“Our visit to Café Britt was fun. It has a homey environment. The employees were very kind and told us lots of information,” Horel-Borrero said.

Probelski ��. favorite trip was to a sustainable dairy farm owned by a Dos Pinos co-op member. “Following sustainable farming best practices, the owner has transformed his land from brown and desolate to green and thriving, without the use of pesticides and other chemicals,” he said.

Touring a sustainable dairy farm owned by a Dos Pinos co-op member / Glendali Rodriguez

The group continued to learn about sustainable practices in Carrizal, a remote community with a natural spring water source. Community members pay to be part of the Carrizal Aqueduct Administrative Association, a local water cooperative. Water is considered a natural human resource in Costa Rica, and citizens are not charged for it, Glendalí explained.

They also volunteered at the Carrizal Tree Plantation, planting perennial flowers for butterflies and other pollinators in an effort to reforest land that was once a coffee plantation. “Costa Rica has a goal to be carbon-neutral by 2050,” Glendalí said.

The Santa Ana Farmer's Market was Horel-Borrero ��. and Probelski ��. favorite cultural experience. In addition to having fresh foods, the market included social activities for people of all ages. “The streets were alive – ‘Calles Vivas.’ We danced, tried new fruits and juices, watched a soccer game and got to learn all about their process in building the community of Santa Ana,” Horel-Borrero said. “Making experiences more personal makes a big difference to me.”

Amanda Carey, Kailey Swarts and Lauren Ek at Santa Ana Farmers Market / Glendali Rodriguez

“There were so many beautiful, hand-made crafts,” Probelski added. “Some things could be haggled for. My lack of fluent Spanish was a barrier, but by the end of the trip my skills and comfort conversing in a limited way surprisingly improved just by being around it all day, every day.”

Practicing the polytechnic advantage abroad

�� . Office of International Education coordinates study abroad programming with Academic Programs International, which has on more than one occasion complimented OIE and �� students. “Our group was unique in a positive way,” Glendalí said. “We got our hands dirty, tried new foods, interacted with the community. We’re very engaged because we are a polytechnic. We’re ready to make the most of every learning experience – and API recognizes that in our students.”

Brittney Dehnke, Orianna Horel-Borrero and Kailey Swarts at the Carrizal Tree Plantation / Glendali Rodriguez

Horel-Borrero and Durst, who are minoring in Spanish, had opportunities to speak Spanish every day, furthering their polytechnic experience while abroad. They even acted as translators for their classmates at a McDonald's. “This really put my direct interpretation skills to the test, something that written classroom tests couldn't do,” Durst said.

Durst chose Spanish as a minor because, after English, it is one of the most commonly spoken languages in the hospitality industry. “It's especially important to me because I want to work at Walt Disney World in Florida, where there are a lot of people whose first language is Spanish. It certainly helped me a lot when I worked there last summer,” she said.

“The big thing is just putting into practice what you know in your daily actions,” Horel-Borrero added. “The best way to learn another language is to completely immerse yourself in it. Practice makes perfect. You need to practice when you have the opportunity at your fingertips.”

This was Dr. G ��. first time working with �� students. “The group gelled,” he said. “To bring 10 strangers together with instructors they’ve never met before and build community, it was beautiful.”

Foundation scholarship and federal grant make travel possible

�� . OIE received a $35,000 IDEAS grant from the U.S. Department of State ��. Capacity Building Program for U.S. Study Abroad for the Heritage-Based Faculty-Led study abroad programs. Additional funding from the Stout University Foundation supplemented student scholarships.

“Our heritage-based programming was intentionally designed to create a platform for engagement in a high impact experience that leads to increased retention, better academic performance and increased global competence,” said Scott Pierson, OIE director.

“With only 11% of U.S. undergraduate students participating in study abroad, and disproportionately lower underrepresented participation, the United States has much work to do to provide access and equity. This program, through a partnership with API and IDEAS, has helped us to make an immediate impact in advancement of these efforts,” he added.

Andrew Probelski and Eduardo Placencia at the Carrizal Aqueduct / Glendali Rodriguez

One of the initial concepts behind the program was to have faculty and staff representation from the Latino culture, Glendalí explained. “This was fundamental to the students’ learning, to have personal connections to the culture within the Stout group. As a Latina, I was interested in helping implement the course, and Dr. G worked with the business department to join me,” she said.

“Leading the group together was a really special experience for Dr. G and me,” Glendalí said. “We’ve traveled together before to Puerto Rico, where we have family. But this was our first time traveling together professionally. It was a great partnership.”

Horel-Borrero, Placencia and Probelski received a heritage-based scholarship toward the trip and said that without it they would not have been able to afford the experience. They recommend study abroad to all students “so they are aware of how different we are from the rest of the world,” said Horel-Borrero.

As an adult learner returning to school to finish his degree, Probelski thought he would never have an opportunity to study abroad.

“Study abroad will broaden your cultural aperture, shatter expectations and stereotypes, and give you life-changing new perspectives on how others live. Ideally, you will come away from your study abroad experience a better person – I did,” he said. “I am beyond grateful to ��, Academic Programs International and everyone that made this a reality for me.”

The next program in the three-part series is planned for Thailand in WinTerm 2024, which will focus on Hmong culture and identity. In WinTerm 2025, a program is being planned in Africa, likely in Ghana.

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From Syria to the commencement stage, brothers will graduate together on Dec. 17

goersab — Tue, 13 Dec 2022 16:30:33 +0000

From Syria to the commencement stage, brothers will graduate together on Dec. 17goersab December 13, 2022

Abdul and Karam Mounir inspire with their story of ‘how the human spirit can overcome tumultuous challenges’

Abbey Goers

Commencement is a time of celebration. A time when graduates reflect on all they’ve accomplished and all that awaits ahead. A time for families, friends and supporters to share their pride in their students and welcome them to a new stage in their lives.

For brothers Abdul and Karam Mounir, crossing the commencement stage together symbolizes the strength of their family, which journeyed to Wisconsin from war-torn Syria. It also symbolizes their fortitude and opens opportunities to repay their parents for their unwavering support.

On Saturday, Dec. 17, they will graduate from �� – Abdul with a Bachelor of Science in information and communication technologies; and Karam with a Bachelor of Science in computer networking and information technology.

Brothers Abdul and Karam Mounir will graduate together on Saturday, Dec. 17. / ��

Mandy Stasiek, adviser and financial literacy coach with �� . TRIO Student Support Services, said, “Theirs is a story of great inspiration and highlights how the human spirit can overcome tumultuous challenges.”

‘People are stronger’

In 2011, when civil war broke out in Syria, people quickly found themselves without electricity, gas, food or water. The Mounirs, who lived in the capital of Aleppo, stood in line for hours every day, waiting for a gallon of water that was not always clean. One gallon would have to last their family of six all day for cooking, drinking and cleaning. What food they could find was expensive, and if they had to leave the city to find food, they risked being taken by ISIS and other terrorist groups.

Eventually, the government shut down the city. It was not safe to be out after dark. Snipers targeted civilians in the streets, and terrorists took young men and forced them to join their ranks.

Abdul and Karam ��. father, Amer, had a textile company, supporting his family. But the building was ransacked by terrorists, who often kidnapped business owners for ransom. Amer eventually closed his business because he too was at risk of being taken.

“They kidnapped teachers too,” Abdul said. “Schools shut down because of the terrorists. The government told students they could still attend school but at their own risk. I was in high school. There were days when bombs exploded outside of the building, breaking windows in classrooms.”

To continue to support his family, Amer, along with an uncle, opened a food market in what was considered a safer part of the city. The market too eventually closed because of the war.

Karam Mounir is graduating with a degree in computer networking and information technology / ��

“But people are stronger than the terrorists,” Karam said.

In May 2014, Amer left Aleppo to find work. Karam, who was 16, went with him. His mother, younger brother Omar and younger sister Aysha remained while Abdul finished high school.

Amer and Karam traveled to Bursa, Turkey, where they had relatives. But roads were closed because of the war. They had to take multiple taxis to reach their destination – where one driver would go no further, they had to find and hire another. The drive took nearly 14 hours.

In Bursa, near Istanbul, they found work in a paper factory. Neither of them spoke Turkish.

They communicated with others using mostly hand gestures, Karam said. Gradually, Karam learned to speak Turkish, a difficult language to learn, Abdul added.

For weeks, Amer and Karam slept in a park because they couldn’t find an apartment to rent. Later, with the help of a realtor, they found a house, and their manager at the paper factory paid their first month ��. rent. Karam worked for a month with no income to repay him.

“We had just $50 in our pocket,” he said. “My daily lunch was at work. And during the weekend, I had the sweetest neighbors who were knocking on my door and inviting me to their houses to have lunch or dinner.”

A family reunited

In July 2014, Amer returned to Aleppo while Karam remained in Turkey. In August, Abdul graduated high school, and the family immediately left Aleppo for Bursa.

Abdul Mounir is graduating with a degree in information and communication technologies. / ��

“That ��. enough, we said. It ��. time to leave. We didn’t want to be involved in the war,” Abdul said.

Leaving the city, however, was dangerous. ISIS and other terrorist groups had infiltrated the countryside. Their mother and Aysha needed to wear burkas, fully covering their bodies and faces, with only their eyes exposed to light.

The Mounirs were reunited in Bursa. “Within a week after my family arrived, our house in Aleppo got bombed. Thank God my family was in Turkey, safe,” Karam said.

But “there was no part-time work in Turkey, as the culture values work over higher education,” Abdul said. “If you work, you don’t go to school. If you go to school, you don’t work.”

For two years, the family stayed in Turkey, applying and interviewing with the U.S. Citizenship and Immigration Services office. They could choose between immigrating to the U.S., Canada or Australia. Amer chose the U.S. because an uncle had lived in Wisconsin for 40 years.

The family completed six to seven interviews as part of their immigration process and arrived in the U.S. in September 2016. As of March 2022, roughly 5.7 million Syrians have fled the country, and more than 6.7 million people are displaced internally.

“When we arrived in the U.S., it was like starting all over again,” Karam said.

The Mounirs made their new home in Rice Lake with the help of Marlene Gargulak, a Rice Lake Rotary Club member, whom they met through their case worker with the immigration office. She helped them find a home to rent.

“Marlene is like a mom to us, and she helped us also to go shopping once a week while we didn't have a car,” Karam said. “She was the reason I started to go to Rice Lake High School and continue my education. I can't thank her enough.”

Abdul and Karam both worked full-time in housekeeping at Marshfield Clinic in Rice Lake and Eau Claire and at McDonald ��. to support their family.

Karam was 19 when he started his junior year in high school. He learned English from the English as a second language teacher.

Abdul learned English by speaking with people he met and using Google Translate. After taking an English placement test, he enrolled at Northwood Technical College in Rice Lake. He earned his associate degree in cybersecurity in 2020.

A goal of higher education

Abdul and Karam wanted a higher education and began their college careers at �� in September 2020, choosing ICT and CNIT – degrees that matched their interests but were similar enough that they could help each other if needed. The family moved to Menomonie.

“Our parents raised us. Dad had supported our family. Now it ��. our turn to repay them both,” Karam said. “Abdul and I were originally going to live in the residence halls, but Dad said the family wouldn’t be separated. He told us, ‘We haven’t been separated before, and we won’t be separated now.’”

“It ��. part of our culture that we stay together,” Abdul said. “We never move far from our family, even after marriage. And even then, we continue to visit our family often. In Aleppo, Dad would visit his mother every day before going to work at his textile company. He would kiss her hands in greeting. It is custom – a sign of respect from the bottom of your heart. We respect our parents.”

Their siblings, Omar and Aysha, are attending �� as well: Omar is a junior in engineering technology; and Aysha is a first-year student in applied science, pre-optometry.

“It feels good to be attending here together, but it ��. sad not to see each other in classes,” Karam said. “It feels very safe in Menomonie. Everything feels familiar. I imagine that I’ve been here before.”

Prepared to begin their careers in IT

Karam ��. time at �� helped him discover his goals, values and “what type of person I am. Having a new perspective on things has helped me gain more responsibility and take accountability for my actions,” he said.

He knows “not everyone comes to college equally prepared. I wasn’t ready financially when I started attending ��. I am new in the country, rebuilding myself. I believed in myself that I can do it and worked hard on my classes, handling two jobs to support myself and my family. And I did it.”

Karam feels proud to graduate with a strong grade point average and strong experience in CNIT. “I believe that Stout has given me the ability to go wherever I want in any place in the world and get a job in my role,” he said.

He believes his professors care about their students and their education. And the up-to-date equipment in the CNIT labs helped give him relevant, hands-on work experience to prepare him for his internship as an IT specialist at OakLeaf Surgical Hospital in Altoona.

Karam also worked on campus in the TRIO office supporting IT even as the advisers supported him and his siblings. “Jamie, Matthew and Gabrielle were very helpful,” he and Abdul agreed.

Karam began his career before graduation. He is a hardware technical support specialist with Idexx Laboratories in Eau Claire, working remotely in technical support and supporting the end user. He plans to continue his education and earn his master ��. degree.

Abdul completed his co-op as a field service technician with Spectrum last summer and would like to be a software and hardware engineer and work in cybersecurity. He is interviewing to be a lead technician in IT with AdventHealth in Durand.

“Graduating feels like a very great accomplishment,” Abdul said.

Between November 2021 and January 2022, Abdul, Karam and their family received their U.S. citizenship. “I am proud. I am truly American now,” Karam said.

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Hero Caption: Omar, Abdul, Amer and Karam Mounir. The Mounir family immigrated to the U.S. from Syria in 2016. Photo provided by Karam Mounir.

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Online coding, data analytics boot camps offer network of support to build careers

goersab — Thu, 02 Jun 2022 15:34:59 +0000

Online coding, data analytics boot camps offer network of support to build careersgoersab June 2, 2022

University ��. collaboration with UW System helps answer high demand for web developers in Wisconsin

Abbey Goers

A new online learning format for web developers seeking coding and data analytical skills is being offered by ��, in collaboration with UW Extended Campus.

The Coding and Data Analytics Boot Camps are held over the course of 24 weeks through live, instructor-led virtual classes. Learners are trained in the fundamental concepts of web development, applications and big data as they work individually and in teams on real-world projects that can be showcased in professional portfolios.

Instructors, tutors, peers and a dedicated career director offer a network of support to help students map a career path, develop soft skills and build professional materials. Graduates receive a certificate from the University of Wisconsin and may also network with industry partners and alumni

The next data analytics camp begins Tuesday, June 28 / ��

The camps are open to anyone. While the coding camp has an entry-level curriculum, it is recommended that people have a bachelor ��. degree or at least two years of experience in business, management, finance, statistics or a related field when enrolling in the data analytics camp. Tutorials for the camps are available.

The cost is $11,995. Scholarships and payment plans are available for those who qualify.

Demand is high in Wisconsin for web developers, business and data analysts, computer programmers and database administrators. According to the U.S. Bureau of Labor Statistics, web development is one of the fastest-growing careers, with jobs projected to grow by 13% through 2030.

Hands-on data analytics training

The Data Analytics Boot Camp focuses on teaching students the practical and technical skills needed to analyze and solve complex data problems. Registration is open for the next set of classes, which runs from Tuesday, June 28, to Tuesday, Dec. 13.

The program covers a broad array of technologies like Excel, Python, JavaScript, HTML5/CSS, API Interactions, SQL Databases, Tableau, Fundamental Statistics, Machine Learning, R, Git/GitHub and more.

Students will complete projects to solve real-world business problems using data sets from the fields of finance, health care, government and social welfare.

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The next coding camp begins Monday, Aug. 22 / ��

Through a market-driven curriculum, the Coding Boot Camp prepares students with the knowledge needed to tap into today ��. digital economy.

The next camp begins Monday, Aug. 22.

Students will learn front- and back-end technologies, including HTML, CSS, JavaScript, database theory, Git and more.

Ryan Campbell is a Coding Boot Camp graduate. He shared his experience in the Boot Camp Blog. Campbell secured three job offers halfway through the program and accepted an offer as an associate software engineer at Northwestern Mutual, helping junior developers learn as they work.

“I’m very happy with the decision I made,” he said. “My philosophy when I started the boot camp was to learn new things and apply for jobs after. I never imagined I would have three job offers before the program ended and wind up working for a company that I really enjoy.”

UW Extended Campus partners with University of Wisconsin System campuses to offer online degrees, certificates and courses, as well as continuing education and lifelong learning opportunities.

The boot camps have nearly 200 graduates to date, helping to meet Wisconsin ��. growing workforce needs. The camps are powered by Trilogy Education Services, a 2U Inc. brand. 2U partners with more than 50 universities in 27 states and five countries to prepare professionals for high-growth careers in the digital economy.

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Student team wins statewide cyber defense competition

polingj — Fri, 01 Apr 2022 18:06:37 +0000

Student team wins statewide cyber defense competitionpolingj April 1, 2022

Cybersecurity skills also pay off with fourth place in Midwest regional tournament

Nine students from University of Wisconsin-Stout fended off hours of cyberattacks to win a statewide cybersecurity event and place high in the Midwest regional.

Against four other colleges and universities, �� won the Wisconsin Collegiate Cyber Defense Competition held recently.

Teams were provided mock business networks and had to defend them from eight hours of simulated attacks, or hacks. The attacks were based on real-world events and coordinated by professionals from the cybersecurity field.

The event was a qualifier for the National Collegiate Cyber Defense Competition. �� advanced to the nine-state regional in March; the team finish fourth against nine other state champions and qualifiers. DePaul University won the regional to advance to the national event.

Team members, from left, are Connor Farnworth, Tanner Kowitz, Lee Kottke, Matthew Pomes, Michael Du Mez, Luke Langefels, Vincent Klanderman, Walter Fernandez and Christina Kimball. / Contributed photo

Both events were held virtually.

“I am proud of our Stout team for their cyber-savvy skillsets, being able to create a good game plan, and their passion, teamwork, self-discipline, work ethic and knowledge are beyond what we can hope for from any team,” said Professor Holly Yuan, director of the computer networking and information technology undergraduate program.

Team members and their majors are:

Michael Du Mez, of Sheboygan, senior, computer networking and information technology
Connor Farnworth, of Waukesha, junior, CNIT
Walter Fernandez, of Osceola, junior, information and communication technologies
Christina Kimball, of Dousman, junior, CNIT
Vincent Klanderman, of New Auburn, senior, CNIT
Lee Kottke, of Menomonie, senior, CNIT
Tanner Kowitz, of Sheboygan, senior, CNIT
Luke Langefels, of Minneapolis, junior, applied mathematics and computer science
Matthew Pomes, of Milwaukee, junior, computer science; and applied mathematics and computer science

Langefels was proud of �� . success in both competitions.

“The biggest factors for our victory in the state competition were our technical skills, teamwork, persistence and problem-solving skills. Our proficiency in these categories allowed us to take the lead early on and hold it throughout the competition,” Langefels said. “On top of that, we had our servers, workstations and firewall secured very early on.”

The state event lasted eight hours, while the regional competition was two days, including 12 hours the first day and eight the second.

�� also won the state event in 2020 and took second place last year.

In the regional, �� faced teams that have been competing for five or more years and include graduate students. “We managed to beat six of those 10 teams. I’m very proud of what we’ve accomplished, and I’m very confident that we will make it to nationals next year,” Langefels said.

�� is a federal Center of Academic Excellence for Cyber Defense, the first in the UW System. The designation helps higher education institutions with computer-related programs prepare the U.S. against cybersecurity threats.

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Nine students from �� fended off hours of cyberattacks to win a statewide cybersecurity event and place high in the Midwest regional. Cybersecurity team

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Three bachelor ��. degrees in four years — no problem for motivated, first-generation student

polingj — Thu, 20 May 2021 20:44:16 +0000

Three bachelor ��. degrees in four years — no problem for motivated, first-generation studentpolingj May 20, 2021

Gardiner is using her new communications and marketing skills to expand part-time photography business into career

Abi Gardiner became the first in her family to receive a bachelor ��. degree when she graduated May 8 from University of Wisconsin-Stout.

Beyond the distinction of being a first-generation graduate, Gardiner, of DeForest, achieved something else that anyone would be hard-pressed to match: She finished three degrees at the same time.

Plus, she did it in four years — the standard time most students take to get one bachelor ��..

With degrees in graphic communications, digital marketing technology and information and communication technologies, Gardiner surprised even herself.

Abi Gardiner earned three bachelor ��. degrees from �� in four years. / Photo by Abigail Ann Photography

“It ��. surreal to graduate with three bachelor's degrees,” she said. “What got me through it were the amazing people I've met at �� and the support I've had. Of course, I faced many long nights.”

Along with full credit loads or more each semester, Gardiner took summer and Winterm courses, and she tested out of several courses. She earned 154 credits, about 30 more than the average needed for one bachelor ��. degree, and made the Dean ��. List every year.

She came to �� originally for graphic communications, but she saw the opportunity to do more with her skills and interests. She also earned a minor in business administration.

“I was wanting more education on digital marketing as I started to learn the direction I wanted to take. That's what led me to add my second major,” she said.

“Testing out of courses allowed me to free up time to take additional courses I was interested in, including several photo studio classes and sign language. These are both areas that I was super passionate about, as I've always wanted to learn sign language and I have done photography for years.”

Abi Gardiner, of DeForest, plans to put her three diplomas from �� to good use in her wedding and portrait photography business in the Twin Cities. / Photo by Abigail Ann Photography

Gardiner credited the support and advice from Shaun Dudek, recently retired associate professor from the graphic communications program, for helping her succeed.

“Abi is an outstanding student with a great passion for learning and also for assisting others. She assisted in our labs and as a mentor with her work on campus,” Dudek said. “The GCOM coursework allows students to expand their educational focus by offering a grouping of credits that, if selected properly, could culminate into a minor degree. Abi selected to remain on campus an extra year to earn the extra credits not for the minors but to complete the two additional as majors.”

Gardiner worked in the GCOM labs her first and third years and also worked in University Housing as a hall manager — while continuing to operate a business she started in high school, Abi Jane Photography, in DeForest, near Madison.

“I also found an amazing group of people while working for University Housing, who have become lifelong friends,” she said.

That ��. not all. She received 10 scholarships and the Outstanding Co-op Student of the Year Award; was in Photo Club and the Academic Honors Society; and volunteered at the Dunn County Humane Society.

Gardiner graduated with honors.

With three degrees in hand, she has moved Abi Jane Photography to the Twin Cities and turned it into a full-time job. She does wedding and portrait photography, but she plans to do more, such as support and help educate other aspiring photographers and small business owners.

“I also do social media and marketing consulting with my business for other small businesses. This was not an easy decision and definitely scary, but I've had amazing support and I plan on utilizing what I've learned from my time at �� toward my business,” she said.

And that ��. a lot. “Marketing, management, business and project management, technology, website development, workflows, and more!” she said.

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Abi Gardiner became the first in her family to receive a bachelor ��. degree when she graduated May 8 from ��. Abi Gardiner 1

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Graduate triples her resume power with three bachelor ��. degrees

Like many of the 1,183 students who graduate May 9 at University of Wisconsin-Stout, Nenagh O’Leary had many stretches when the going got tough.

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Three bachelor ��������. degrees in four years — no problem for motivated, first-generation student

Graduate triples her resume power with three bachelor ��������. degrees

�� faculty integrate A.I. research in machine learning, business technology, composition courses

Artificial Intelligence at ��

What ��. next

Three bachelor ��. degrees in four years — no problem for motivated, first-generation student

Graduate triples her resume power with three bachelor ��. degrees